Parent-child interaction as a dynamic contributor to learning and cognitive development in typical and atypical development

TY - JOUR

T1 - Parent-child interaction as a dynamic contributor to learning and cognitive development in typical and atypical development

AU - Soukup , Tayana

AU - D'Souza, Dean

AU - D'Souza, Hana

AU - Karmiloff-Smith, Annette

PY - 2016

Y1 - 2016

N2 - onverging evidence suggests that parent-infant interaction is one of the most crucial formative influences on child development. In neurodevelopmental disorders, however, different timings and trajectories of development may add a layer of difficulty to the existing challenges of dyadic interaction. The current study therefore set out to compare the specific aspects of dyadic interaction (i.e., responsiveness, directiveness, attentiveness, positive affect, liveliness, mutuality and engagement) between parent-infant dyads with Down syndrome, Williams syndrome and typical development. Video clips of parent-infant play interaction were rated using a validated tool, namely, the Social Interaction Measure for Parents and Infants. Significant effects emerged with respect to infant group on the quality of dyadic interaction, with the multiple comparison tests revealing differences between atypically and typically developing infant-parent dyads. The findings are discussed in relation to the effects of dyadic interaction on the linguistic and socio-cognitive development of atypical children.

AB - onverging evidence suggests that parent-infant interaction is one of the most crucial formative influences on child development. In neurodevelopmental disorders, however, different timings and trajectories of development may add a layer of difficulty to the existing challenges of dyadic interaction. The current study therefore set out to compare the specific aspects of dyadic interaction (i.e., responsiveness, directiveness, attentiveness, positive affect, liveliness, mutuality and engagement) between parent-infant dyads with Down syndrome, Williams syndrome and typical development. Video clips of parent-infant play interaction were rated using a validated tool, namely, the Social Interaction Measure for Parents and Infants. Significant effects emerged with respect to infant group on the quality of dyadic interaction, with the multiple comparison tests revealing differences between atypically and typically developing infant-parent dyads. The findings are discussed in relation to the effects of dyadic interaction on the linguistic and socio-cognitive development of atypical children.

U2 - 10.1080/02103702.2016.1221054

DO - 10.1080/02103702.2016.1221054

M3 - Article

SN - 0210-3702

JO - Journal for the Study of Education and Development

JF - Journal for the Study of Education and Development

ER -